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Identifying the RETs in your so many things that need to be teachers and their mentors. Most
school done, it makes research take a of the work of the group centered
back seat even though I know it’s
around discussion of research-
Research-engaged teachers (RETs) very important. I almost wish an based best practices for the
are those teachers who read research, administrator or someone would teachers.
conduct research, and use data to make us do it but that has its own 3. The principal acknowledged
inform their instructional decisions. complications”. Other RETs found the RETs in her school for their
My work with nine RETs in three that graduate coursework was the research practices in a public
urban high schools has focused “pressure” that they needed to way, often calling out these
on identifying their experiences, stay engaged (Petretti, 2015). individuals in staff meetings,
backgrounds, and motivation to be Based on my experience working with professional development
and remain research-engaged, even these RETs and with students in my sessions, and other venues.
in the difficult environment of urban Teacher Research classes at New
schools. Jersey City University, I don’t suggest 4. The principal would use her knowl-
edge of the teachers’ interests and
Who are the RETs? surveying the staff. I believe the best suggest research that she had
way to identify these teachers is to
seen that dealt with those interests.
1. Most of the RETs in my study had speak with them, inquire about their 5. The principal demonstrated that
some background in research personal and professional interests, she was a “lifelong learner,” and
in a previous occupation; one and engage them in research-based she modeled research engage-
was a research librarian, another conversations individually or in a ment practices herself and made
had conducted market research, P.L.C. You will likely be surprised to it, as one RET said, “cool to be
three held science degrees and find how many teachers are research- research-engaged.”
worked on scientific research engaged in your school.
projects. However, prior work Starting a Teacher Research
experience was not the only Creating a Research Culture Program
factor that the RETs contributed in your School
to their research-engagement. So, what does this research mean
Many of the RETs had relatives Another aspect of my research with when it comes to trying to start
or mentors who were medical RETs from three urban schools a new teacher research program
doctors, held Ph.Ds. or were involved discussions surrounding especially when time is precious
engaged in research themselves the culture of their school and the and teachers are stretched to their
for personal and professional important role that administrators, limits. Starting with a solid foundation
reasons. The RETs credited these and especially the principal, play in is important to make the program
“research role models” for much creating a positive research culture. strong and demonstrates that you, as
of their interest in being research- While working with these RETs, I an administrator, are invested in its
engaged. found sharp contrasts in both the success. Below are some Do’s and
2. Almost all of the RETs with whom culture of the schools and the vastly Don’ts that you might want to consider
different roles that the principals
I worked kept a low profile in their played in developing a research when introducing teacher research to
respective schools. They rarely culture. One of the three schools your school.
talked with colleagues about in particular had the most teachers 1. DO identify a cadre of RETs cur-
their research-engagement, and respond to my initial survey, had the rently working in your school that
they were hesitant about “putting highest percentage of RETs among you believe may be amenable
themselves out there” for fear that the respondents, and the RETs from to participating in the program.
colleagues would look down on that school had the highest levels of These are the individuals most
them or see them as upending research engagement than the other likely to be interested and are
the status quo. two schools in the study. Below are self-motivated to participate.
3. The RETs all had an intrinsic some of the actions that the principal 2. DON’T insist that teachers partici-
motivation to become and stay of this school took to create this pate in teacher research. Instead,
research engaged. They believed positive research culture. keep the initial group a small, but
in the power of teacher/action enthusiastic, group of RETs.
research and the role that it can 1. The principal regularly sent out 3. DO consider using a book
play in classroom and school research articles that she found like Action Research by Craig
improvement. But…. interesting or relevant to the work Mertler. Doing so can fill in the
4. With that said, all of the RETs that the teachers were doing gaps for teachers with varying
in school. She would suggest,
described needing and wanting but not insist, that the teachers levels of experience with this
some type of pressure to prioritize read the article and provide her type of research. Mertler pro-
research practices during the feedback on it if they wished. vides important information on
course of their daily work in research questions, research
schools. One said “there are 2. The principal created a novice methods, and data analysis in a
teacher support group with new

Educational Viewpoints -64- Spring 2018